Cultural mediation in library and information science (LIS) teaching and learning

Purpose - The purpose of this paper is to attempt to highlight the importance of culturally mediated instruction in library and information science (LIS) teaching and learning. Design/methodology/approach - The paper uses three distinct approaches in culturally mediated instruction and learning environment, as product, process, and philosophy. The paper deals with the general concept of the cultural dimension of human development through identification of students who are culturally different from the main stream orientation, by creating culturally mediated instruction in a learning environment The paper further elaborates the role of LIS schools in this direction. It concludes by suggesting ways in which LIS education could be improved by being inclusive with the changing global society and its needs. Findings - It is evident that culturally inclusive instruction can enhance the learning of LIS students who are responsive to the needs of their diverse communities and who are able to be change agents to their institutions and professions. Originality/value - The paper presents ways by which LIS educators can create a better learning environment base inclusive of all cultures represented in the classroom. It redefines diversity of library education in a culturally mediated teaching and learning environment.